Teaching Philosophy and Previous Experience

University of Texas Health – San Antonio
• MSLP 5005 – Clinical Methods I
Reviews general diagnostic procedures and practices. Coordinates simulated experiences and community-based implementation.

• MSLP 5010 – Clinical Methods II
Review general treatment procedures and practices. Coordinates simulated experience and community-based implementation.

• MSLP 5008 – Language Disorders in Children – Birth to School Aged
Instructs students on theories related to language acquisition, diagnostic procedures, and intervention procedures within children.

• MSLP 5002 – Speech Sound Disorders
Instructs student on theories related to speech sound acquisition and production, diagnostic procedures, and intervention procedures. Spring 2017 – Current

University of North Texas
• SPHS 4060
Instructs and provides opportunities for undergraduate students to learn basic clinical skills necessary for the practice of speech-language pathology and audiology through observation and discussion of actual clinical service delivery to individuals with speech, language, and hearing disorders. Course is provided through a blended delivery of face-to-face lectures, audio-visual presentation, web-based content delivery, and hands-on, self-managed learning.

• SPHS 5060
Instructed the 4th semester graduate level clinicians regarding ASHA Code of Ethics. Texas licensure law, resume writing, job search, interview skills, clinical fellowship year, Praxis examination, and the implantation of prevention

• SPHS 5800 Fluency Disorders / AAC
Provided instruction for half of the seminar regarding AAC including diagnostic information and treatment across all ages
Fall 2013 – Summer 2017

Personal Philosophy of Teaching and Learning

Learning is defined as the “knowledge or skill acquired by instruction or study or as the modification of a behavioral tendency by experience (such as exposure to conditioning)” (Learning, n.d.). Prior to this course, I did not examine the relationship between teaching and learning past this definition. As I enter a season professionally where a large portion of my workload will include didactic teaching, it has become urgent and imperative for me to expand my knowledge and then application of learning theories specifically the science and evidence to support my teaching methods. I firmly agree that our field is only as strong as the education of the next generation.

My viewpoint regarding adult learning theories follows my similar viewpoints with clinical treatment. There is no one way that is right for everyone, all of the time. I think understanding the foundational concepts and utilization of behaviorism, a cognitivist approach, a humanistic approach, and a constructivist approach can all be utilized and have a place within graduate level education dependent upon the learner, content, and environment. When comparing these theories with the evidence provided within mind, brain, and education, each of their influences are also present. By considering these theories and how learning occurs, I plan to integrate the following within my future teaching.

The first area that guides my now broadened and enhanced view of teaching and learning is the impact of prior knowledge on aiding a student’s learning. My students will be coming from a broad range of diverse educational and treatment backgrounds. In addition, the composition and needs of each cohort will be just as diverse each year.

  • When planning instruction within a didactic course, it is important to consider Vgotsky’s statement that “students connect what they learn to what they already know, interpreting incoming information, and even sensory perception, through the lends of their existing knowledge, beliefs, and assumptions” (Vygotsky, 1978; National Research Council, 2000).
    • By assessing prior knowledge to determine if it is appropriate and sufficient or inaccurate and inactive will help to guide the level of depth and pace of instruction.
    • I plan to address this within my courses by remembering that “knowing ‘what is’ a very different kind of knowledge than ‘knowing how’ or ‘knowing when’” (Ambrose, et al., 2010). By considering the knowledge requirements of the tasks / assignment / concepts within my courses, I can have an adaptable plan for instruction that can be variant based upon the learners.
    • In addition, the integration of examples, discussions, and comparisons during instruction will help to refute those misconceptions or inaccurate information that students will bring into the courses. Designing in class assignments to contain a “why” and provide justifications will help to reveal relevant prior knowledge and challenge them to self-evaluate their own misconceptions within application based activities.

Once prior knowledge is identified, it is important to consider how the information and content is being organized within the construct of the courses. I believe this is increasingly important when teaching graduate level courses secondary to the urgency for the material to not be superficial and shallow. It is important that students do not learn to know but learn to apply not only for the course activities or assessment, but more importantly to obtain the skills, knowledge, and evidence base necessary for treatment of patients across the lifespan.

  • I think use of reverse engineering when teaching theories or approaches will allow for students and clinicians to be able to see the full circle of what the evidence and theory teaches then how that will directly apply with case based studies and interactions.
  • The lack of a strongly networked knowledge system will in turn cause retrieval of the information to be slower and more difficulty to retrieve (Bradshaw & Anderson, 1982; Reder & Anderson, 1980; Smith, Adams, & Schorr, 1978). Because the nature of many areas of study within our field such as language based concepts and clinical methods are cumulative in nature, if this idea is not accounted for and in turn integrated in instruction, then the students will have a weak foundation, and in turn, difficulty as the content progressively becomes more complex which will lead to other difficulties when they are asked to apply the concepts.

I plan to take these concepts and integrate them with the following principles as outlined by Tokuhama-Espinosa (2010) centered around mind, brain and education science to guide my instructional methods within the classroom including the following:

  • “the brain is a complex, dynamic system and is changed daily by experiences”
  • “learning is a constructivist process and the ability to learn continues through developmental stages as an individual matures”
  • “learning is based in part on the brain’s ability to self-correct”
  • “learning is enhanced by challenge and inhibited by threat”
  • “learning involves both focused attention and peripheral perception”
  • “feedback is important to learning”
  • “the brain remembers best when facts and skills are embedded in natural contexts”

By using these principles within the models of instruction including cooperative learning, memory strategy instruction, induction, problem based learning, and direct instruction, I can increase the success of my teaching and increase the likelihood of retention.

As I reflect on my teaching and learning experiences, I can see how my past experiences have impacted my current teaching methods which will in turn lead and guide what my future endeavors and contributions in my scholarly contributions and participation of scholarship of teaching and learning activities.